Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories?

Contributing Organization(s): Physics Education Research Group at Colorado

Author(s)/Creator(s): N.D. Finkelstein; K.K. Perkins; W. Adams; P. Kohl; N. Podolefsky

Publishing Date: 2004-07-13

Issue Areas: Education and Literacy; Computers and Technology; Science

Ownership/Rights Info: Please consult the copyright holder before using or repurposing this information.

File info: 4 pages; 654.97 KB file size

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Access Note: PhET's interactive simulations are available for free on their website http://www.colorado.edu/physics/EducationIssues/papers/Finkelstein_PERC1.pdf

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This paper examines the effects of substituting computer simulations in place of real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current (DC) circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters and wires. Three groups of students, those who used real equipment, those who used computer simulations, and those who had no lab experience, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked

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Access Note: PhET's interactive simulations are available for free on their website http://www.colorado.edu/physics/EducationIssues/papers/Finkelstein_PERC1.pdf

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Intended Audience: College/University Professors; Researchers; Teachers-elementary; Teachers-middle school; Teachers-high school

Type/Format: Whitepaper

Language code: English

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